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Reconceptualizing the Role of Oral Language Predictors in Korean EFL Learners' Reading Comprehension

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Title: Reconceptualizing the Role of Oral Language Predictors in Korean EFL Learners' Reading Comprehension
Language: English
Authors: Jeeyoung Park, Yusun Kang
Source: English Teaching. 2025 80(2):83-102.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Oral Language, Reading Comprehension, English (Second Language), Second Language Instruction, Second Language Learning, Vocabulary Development, Listening Comprehension, College Students, Comparative Analysis, Predictor Variables, Advanced Students, Grammar, Writing Skills, Teaching Methods, Foreign Countries
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: Oral language comprehension (OLC) and vocabulary depth are widely recognized as key predictors of reading comprehension. However, research has either provided a limited representation of OLC or failed to acknowledge the distinctive predictive nature of vocabulary depth. This study investigates the combined contributions of OLC, conceptualized as a unified composite of foundational language variables and compares its effects on reading comprehension to vocabulary depth, while accounting for writing abilities. A total of 169 advanced Korean university EFL students were tested on listening comprehension, grammar knowledge, vocabulary breadth, vocabulary depth, and reading comprehension in English. SEM analyses revealed that both OLC and vocabulary depth made unique contributions to reading comprehension, with OLC demonstrating relatively stronger predictive power. Writing abilities did not show significant effects when OLC and vocabulary depth were considered in the same model. These findings underscore the independent predictive roles of OLC and vocabulary depth in L2 reading comprehension and highlight the importance of integrating these constructs into EFL pedagogical practices.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477100
Database: ERIC
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  Data: Reconceptualizing the Role of Oral Language Predictors in Korean EFL Learners' Reading Comprehension
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  Data: <searchLink fieldCode="AR" term="%22Jeeyoung+Park%22">Jeeyoung Park</searchLink><br /><searchLink fieldCode="AR" term="%22Yusun+Kang%22">Yusun Kang</searchLink>
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  Label: Abstract
  Group: Ab
  Data: Oral language comprehension (OLC) and vocabulary depth are widely recognized as key predictors of reading comprehension. However, research has either provided a limited representation of OLC or failed to acknowledge the distinctive predictive nature of vocabulary depth. This study investigates the combined contributions of OLC, conceptualized as a unified composite of foundational language variables and compares its effects on reading comprehension to vocabulary depth, while accounting for writing abilities. A total of 169 advanced Korean university EFL students were tested on listening comprehension, grammar knowledge, vocabulary breadth, vocabulary depth, and reading comprehension in English. SEM analyses revealed that both OLC and vocabulary depth made unique contributions to reading comprehension, with OLC demonstrating relatively stronger predictive power. Writing abilities did not show significant effects when OLC and vocabulary depth were considered in the same model. These findings underscore the independent predictive roles of OLC and vocabulary depth in L2 reading comprehension and highlight the importance of integrating these constructs into EFL pedagogical practices.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 83
    Subjects:
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Listening Comprehension
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      – SubjectFull: College Students
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Foreign Countries
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      – SubjectFull: South Korea
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    Titles:
      – TitleFull: Reconceptualizing the Role of Oral Language Predictors in Korean EFL Learners' Reading Comprehension
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